The Effect of Story Map Strategy Instruction on Reading Comprehension Achievements of Students with Reading Disabilities (이야기 지도 전략 교수가 읽기장애학생의 읽기이해 성취도에 미치는 효과)

Ae-Hwa Kim (김애화); Kim, Uijung (김의정); Kang, Eun Young (강은영)

The Effect of Story Map Strategy Instruction on Reading Comprehension Achievements of Students with Reading Disabilities

Journal of Special Education: Theory and Practice
Abbr : JSPED
2013, 14(2), pp.67~95
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

Ae-Hwa Kim ¹, Kim, Uijung ², Kang, Eun Young ³

¹단국대학교
²나사렛대학교
³텍사스주립대학교

Accredited

ABSTRACT

The purpose of this study was to examine the effect of story map strategy instruction on reading comprehension achievement of students with reading disabilities. The participants were three 3rd grade children with reading disabilities who were enrolled in a public elementary school in Seoul. The AB design was repeatedly employed across three participants. According to the results, all three participants’ reading comprehension average scores significantly increased upon the implementation of the intervention. Furthermore, the reading comprehension average scores during the maintenance were close to those of the intervention phase. These findings provided evidence that the story map strategy instruction was an effective intervention to improve reading comprehension of students with reading disabilities. The summary of the results and limitations of this study were discussed.

KEYWORDS

learning disabilities, reading disabilities, story map strategy instruction, reading comprehension achievement

Citation status

* References for papers published after 2023 are currently being built.

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